Research Background LEARNING STRATEGIES AND PROFICIENCY LEVEL IN ESSAY WRITING AT ENGLISH TEACHER EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.
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strategies, cognitive strategies, and socialaffective strategies.
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However, Oxford give sever strategies in essay writing are, metacognitive strategies,
cognitive strategies, compensatory strategies, memory strategies, affective strategies, and social strategies.
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In this research, the researcher uses metacognitive strategies, cognitive strategies, and socialaffective strategies. Metacognitive strategies organizing
and evaluating learning : e.g. I think about my progress in learning English. Cognitive strategies using all your mental processes : e.g. I find the patterns
in English. Socialaffective strategies learning with othersmanaging emotions : e.g. I ask for help from English speaker I encourage myself to
speak English even when I am afraid of making mistake. The reason the researcher uses those strategies to indicate the students‟ because the strategy
often used in earlier research. In addition, the strategy is simple and easy understands by students. Besides that, the researcher wants to show that those
strategies be able to be applied in this research. The researcher uses those strategies for Argumentative class at English
Teacher Education Department UIN Sunan Ampel Surabaya. The reason the researcher takes in this class because not all of department in UIN Sunan
Ampel Surabaya study about argumentative essay.
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O‟Mallay and Chamot, Learning Strategies in Second Language Acquisition, p. 13.
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Hafiza Saima Akbar et al., Learning Strategies used by Pakistani ESL Students in University of Sargodha Global Journals Inc. USA, 2013, p. 41.
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Argumentative essay is the third step in writing at English Education Department UIN Sunan Ampel Surabaya. In this step, the students learn and
develop their idea, opinion or argument to make good essay. Before the students take thesis proposal seminar class the last step in writing, the
students should learn argumentative essay. Argumentative essay helps student developing their ideas to make proposal. In addition, the students should make
thesis for partial fulfillment of the requirement for the degree of Sarjana Pendidikan S.Pd in Teaching English. After the students graduate from
university, the students will become the teacher. As the teacher, the students should master in writing. Therefore, the students should learn Argumentative
essay as one-step to achieve like good writer. There have been some studies, which examined the learning strategies
and proficiency level in essay writing. The first study by Dian Aprita Widiarti entitled The Use of Self-Assessment as Feedback strategy to improve student
writing ability at MAN SIDOARJO by Dian Aprita Widiarti. This previous study focuses on the implementation of self-feedback in MAN Sidoarjo. The
problem of this study is the teacher and student when using self-feedback and the student improvement after using self-back. The result of this study is the
most students did not make improvement after using self-assessment as feedback. To overcome this condition, the teacher should give self-assessment
regularly to make his or her student accustomed and well trained to use self- assessment as feedback.
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Second, a study by Pipin Risky Pindowati entitled The Effectiveness of Diagram of Ideas Strategy to Enhance Student Writing Achievement for
Eleventh Grades at SMAN 1 Mojosari, Mojokerto. This previous studies examine the effectiveness of diagram of ideas strategy to enhance student-
writing achievement for the eleventh grade of SMAN 1 Mojosari, Mojokerto. The result of this study shows that diagram of ideas strategy was effectively
improving students‟ writing skill. The recommendation for the English research and future research is for the teachers suggesting to use diagram of
ideas strategy as a way to assess teaching and learning process. Moreover, for the future research, they are expected to conduct the research on other skill.
Third, a study byMasrul Huda entitled Mind Mapping Strategy to Develop Student Ability in Writing Descriptive Text Grade VII-9 at SMPN
14. This study was focusing on solve the problem related to how the student generate and organize the ideas to write the topic. This study proposes mind
mapping with the propose mind mapping with proper model to develop the seventh year student ability in writing descriptive text. The design of this
study is collaborative classroom action research. The researcher and the teacher worked together in cyclic activities-planning, implementation,
observing, and reflecting on the data gained from the teaching and learning process with run into cycles. The recommendation for the future research is to
conduct the research by implementing Mind Mapping strategy in other
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language skills. It is done to know whether or not Mind mapping strategy can be used to improve listening, speaking and reading skill.
Fourth, a study by Ema Aji S entitled Employing Response Journal Writing Strategy to Improve Writing Skills at First Year of SMPN 8 Malang.
The study focused on designing to improve students‟ writing skill through
employing response journal strategy. This study was a classroom action research, which consisted two cycles. The result of this study showed that the
response journal strategy was able to improve student-writing skill in term of fluency. There were some procedures followed in employing response journal
writing. From the previous study, the question has not answered is, the
correlation between learning strategies and proficiency level in essay writing. Therefore, the researcher answer those question in those research.
Considering the importance the learning strategies and proficiency level in essay writing, the researcher wants find out whether there is a
significant correlation between learning strategies and proficiency level in essay writing. Therefore, the researcher decides to present the researcher by
the title: LEARNING STRATEGIES AND PROFICIENCY LEVEL IN ESSAY
WRITING AT
ENGLISH TEACHER
EDUCATION DEPARTMENT UIN SUNAN AMPEL SURABAYA.
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